This methodology is thought to encourage teachers to improve the educational quality and foster the students' liking for "learning to learn". For that reason, we should bring a motivating way of learning closer to students, as the one proposed here and based on their own interests.
This is not a strict method in which one has to follow a specific line of work, on the contrary it presents the students interesting materials so they can build up their particular learning, being the teacher a support and a guide for them. We learn our mother tongue without using specific methods, except that of listening and repeating, though we can improve it by means of some of them in the school. This is the kind of methodology I want you to think about and reflect on, where the students set their own scaffolding [1] as a strategy to learn a language in a motivating way by using elements that have a lot in common with the students preferences and interests.
The methodology comprises two main parts: The Teacher Zone, with all the reference material at the teachers disposal and The Student Zone, where the students can find activities and materials to improve their level of English. The methodology design can be seen on the right hand side of all the pages of the wiki.
It is important to highlight that the methodology supports the use of Web 2.0 applications, - this wiki is a good proof of it - easy to use tools based on the collaboration and exchanging of opinions and ideas. I suggest you the implementation of some of them in the English class. Click here.
On the other hand, this methodology tries to spread and let teachers know the use of Portfolio as a key document in the language teaching, as a register to validate the students' learning progress. To make it possible I have developed an electronic portfolio, eportfolio or wikifolio with original materials taken from the Council of Europe and that students will carry out in a wiki similar to this one, with the help of teachers and families. So, it will be very interesting to have a look in depth and implement it in the school as an evaluation and assessment tool for the students.
Another element that this methodology takes into account is that of the Key Competencies , that is, a transferable, multifunctional package of knowledge, skills and attitudes that all individuals need for personal fulfilment and development, inclusion and employment. These should have been developed by the end of compulsory school or training, and should act as a foundation for further learning as part of Lifelong Learning. These competencies will be essential since the fact of getting the General Certificate of Secondary Education (GCSE) - the Spanish Graduado de E. S. O. - depends mainly in the acquisition of them. The application of these competencies may be seen throughout the methodology as explained in the above mentioned link.
We should bear in mind those students with Special Educational Needs and, for that reason, I have developed the following proposal which consists of three elements:
As a starting point, and once the teacher is aware of the students' level of English, it will be advisable to have a look at all the material in this methodology, study it in depth and give shape to the way you, as a teacher, want to implement it in the classroom.It is not a question of making use of everything shown in the method, though the idea presented in it, that is to say, to offer students motivating materials to learn a language - based on their own interests - is the key point for the acquisition of the language and driving force of this methodology.
Once the teachers had analysed the methodology in depth, they have to explain it to the students and let them choose a specific interest - which may be changed throughout the academic year - or even, by using the class general consent, begin with a specific one for all of them.
The Interests, a total of five, (Music, Sports, Cinema & TV, Internet and Animals), are divided in four units which offer:
Activities to improve the four basic language skills, that is, reading, writing, speaking and listening. Every skill in a different page and there, a link to the Student's Activity Book, as reinforcement and extension activities to do in class or at home.
Now I detail other materials that help to give shape to the methodology and that they will be interesting to use throughout the academic year:
Culture: A way to bring the students closer to the culture of three English-speaking countries like The UK, the USA and Australia. The students can find exercises and activities related to reading, writing and listening, webquests examples and resources to expand the students' knowledge on those countries, or even to carry out any other task proposed in class.
Holidays: Holidays are another important source of information about culture. The students should learn about them and also specific vocabulary related to those festivities and traditions. You are given a calendar with information about them and the students can do activities related to the main holidays.
Webquests: They will play a crucial role to promote work group and motivate the students' liking for "learning to learn". I suggest you a series of Webquest Examples related to the Student's Interests that you can use in the class.
International Days: They are part of the culture of a country and it is important students know about them. You are given information and activities on these days.
Social Issues: Having a look to our society, I do consider of vital importance our students know more about themes such as drugs, alcohol, obesity, etc. You can find information and activities ready to use with your students.
Grammar: It will be useful to solve grammar doubts and improve their knowledge of the language. It offers grammar explanations, online exercises, printouts, and listening activities.
Resources: In this methodology you can find resources for the Teachers and also for the Students. The former ones related to grammar, printables, diccionaries, reading, writing, speaking and listening, pronunciation, flash cards, etc. and the latter ones related to the Students' Interests. A lot of materials you should take into account and revise.
Although my project is intended to be a methodology, I do not really want to go into details and explain what should be done step by step. I think it is a better option to let the teachers implement their own startegies by using the informationa and the materials given, being the students' interests the starting point. Therefore, what I present in this wiki is an "OPEN METHOD", open to the teachers' ideas and suggestions and open to the students' interests and preferences. We cannot forget that the method should offer interesting and motivating materials, bearing in mind the students ages, which will finally let them improve the way the communicate in English.
To summarize, and as I have mentioned at the very beginning of this page, the methodology has been thought to be a stimulus for those teachers who wants to offer students a quality education, that is, something that makes students learn, mature, and bestow some autonomy on them to become full citizens in our society.
^Scaffolding instruction as a teaching strategy originates from Lev Vygotsky’s sociocultural theory and his concept of the zone of proximal development (ZPD). “The zone of proximal development is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance” (Raymond, 2000, p.176)
This methodology is thought to encourage teachers to improve the educational quality and foster the students' liking for "learning to learn". For that reason, we should bring a motivating way of learning closer to students, as the one proposed here and based on their own interests.
This is not a strict method in which one has to follow a specific line of work, on the contrary it presents the students interesting materials so they can build up their particular learning, being the teacher a support and a guide for them. We learn our mother tongue without using specific methods, except that of listening and repeating, though we can improve it by means of some of them in the school. This is the kind of methodology I want you to think about and reflect on, where the students set their own scaffolding [1] as a strategy to learn a language in a motivating way by using elements that have a lot in common with the students preferences and interests.
The methodology comprises two main parts: The Teacher Zone, with all the reference material at the teachers disposal and The Student Zone, where the students can find activities and materials to improve their level of English. The methodology design can be seen on the right hand side of all the pages of the wiki.
It is important to highlight that the methodology supports the use of Web 2.0 applications, - this wiki is a good proof of it - easy to use tools based on the collaboration and exchanging of opinions and ideas. I suggest you the implementation of some of them in the English class. Click here.
On the other hand, this methodology tries to spread and let teachers know the use of Portfolio as a key document in the language teaching, as a register to validate the students' learning progress. To make it possible I have developed an electronic portfolio, eportfolio or wikifolio with original materials taken from the Council of Europe and that students will carry out in a wiki similar to this one, with the help of teachers and families. So, it will be very interesting to have a look in depth and implement it in the school as an evaluation and assessment tool for the students.
Another element that this methodology takes into account is that of the Key Competencies , that is, a transferable, multifunctional package of knowledge, skills and attitudes that all individuals need for personal fulfilment and development, inclusion and employment. These should have been developed by the end of compulsory school or training, and should act as a foundation for further learning as part of Lifelong Learning. These competencies will be essential since the fact of getting the General Certificate of Secondary Education (GCSE) - the Spanish Graduado de E. S. O. - depends mainly in the acquisition of them. The application of these competencies may be seen throughout the methodology as explained in the above mentioned link.
We should bear in mind those students with Special Educational Needs and, for that reason, I have developed the following proposal which consists of three elements:
As a starting point, and once the teacher is aware of the students' level of English, it will be advisable to have a look at all the material in this methodology, study it in depth and give shape to the way you, as a teacher, want to implement it in the classroom. It is not a question of making use of everything shown in the method, though the idea presented in it, that is to say, to offer students motivating materials to learn a language - based on their own interests - is the key point for the acquisition of the language and driving force of this methodology.
Once the teachers had analysed the methodology in depth, they have to explain it to the students and let them choose a specific interest - which may be changed throughout the academic year - or even, by using the class general consent, begin with a specific one for all of them.
The Interests, a total of five, (Music, Sports, Cinema & TV, Internet and Animals), are divided in four units which offer:
Now I detail other materials that help to give shape to the methodology and that they will be interesting to use throughout the academic year:
Although my project is intended to be a methodology, I do not really want to go into details and explain what should be done step by step. I think it is a better option to let the teachers implement their own startegies by using the informationa and the materials given, being the students' interests the starting point. Therefore, what I present in this wiki is an "OPEN METHOD", open to the teachers' ideas and suggestions and open to the students' interests and preferences. We cannot forget that the method should offer interesting and motivating materials, bearing in mind the students ages, which will finally let them improve the way the communicate in English.
To summarize, and as I have mentioned at the very beginning of this page, the methodology has been thought to be a stimulus for those teachers who wants to offer students a quality education, that is, something that makes students learn, mature, and bestow some autonomy on them to become full citizens in our society.